MAth Unit-Circles Practice

Geometry

Chapter 12: Circles
Chapter Focus
Develop and apply the properties of lines and angles that intersect circles.
Analyze the properties of circles in the coordinate plane and use them to
solve real-‐world problems.
Section 1: Lines and Arcs in Circles

12-‐1 Lines That Intersect Circles – G.C.2
12-‐2 Arcs and Chords – G.C.2
12-‐3 Sector Area and Arc Length – G.C.5
Section 2: Angles and Segments in Circles
12-‐4 Inscribed Angles – G.C.2
12-‐5 Angle Relationships in Circles – G.C.2
12-‐6 Segment Relationships in Circles – G.C.2
12-‐7 Circles in the Coordinate Plane – G.GPE.1
Previous Knowledge Needed

Used the fundamental vocabulary of circles.
Developed and applied formulas for the area and circumference of circles.
Used circles to solve problems.
Cadet’s Study
Solving problems involving circles.
Finding lengths, angles, measures and areas associated with circles.

Applying circle theorems to solve a wide range of problems.
Skills Learned
To Use the Pythagorean Theorem to derive the Distance Formula.
Use the distance formula to derive the general form of an equation for a
circle.
Find arc length for different arcs in a circle.
Find area of a sector for different angles in a circle.
To calculate distances inside and outside a circle.

REACHING ALL LEARNERS – Differentiated Instruction for students with
Non-Proficient Proficient Mastered English Language
Learner
Multiple Multiple Multiple Multiple
Representations Representations Representations Representations
Practice A Practice B Practice C Practice A, B, or C

WORKSHEET WORKSHEET WORKSHEET WORKSHEET
Reteach Challenge Success for Every
WORKSHEET WORKSHEET Learner
Homework Help Online Homework Help Online Homework Help Online Homework Help Online
Textbook online Textbook online Textbook Online Textbook Online
Lesson Tutorial Video Lesson Tutorial Video Lesson Tutorial Video Lesson Tutorial Video
In class/at home In Class/at home In Class/at Home In class/at home
Reading Strategies Problem Solving Problem Solving Reading Strategies
WORKSHEET WORKSHEET WORKSHEET WORKSHEET
Questioning Strategies Critical Thinking
Ask more questions to Problems from text book
gain deeper
understanding
IDEA Works!
Pull items from this
resource to help
cadets
ASSESSMENT
Lesson Quiz Transparencies for end of class check for understanding
End of Chapter Test. Use appropriate test for class or for cadet needs. Can select multiple
assessments for a particular class based on cadet needs.
Alternate Materials – IDEA Works, Are You Ready – Intervention and Enrichment,
Ready To Go On – Intervention and Enrichment, Success for Every Learner, Online
videos – cadets do not like these videos but they are an option to use at home
when they have missed class or are making up work at home.
Questioning Strategies – these questions are generic and can/should be modified
depending on the lesson. Use with whole class discussions as well as small group
or individual remediation.
1. Making sense of problems and persevere in solving them.
a. What is this problem asking?
b. How could you start this problem?
c. How could you make this problem easier to solve?
d. How is this way of solving the problem like/different from yours?
Reference text book example or another cadet’s solution.
e. Does you plan make sense? Why or why not?
f. What tools/manipulatives might help you?
g. What are you having trouble with?
h. How can you check this?
2. Reason abstractly and quantitatively.
a. What does the number represent in the problem?
b. How can you represent the problem with symbols and numbers?
c. Create a representation of the problem.

3. Construct viable arguments and critique the reasoning of others (involve
cadet in arguments and critiques)?
a. How is your answer different than the one before us?
b. How can you prove that your answer is correct?
c. What math language will help you prove your answer?
d. What examples could prove or disprove your argument?
e. What do you think about the other methods argument?
f. What is wrong with the other methods thinking?
g. What questions do you have for me or others working the problem?
4. Model with Mathematics (involving real world situations to the task).
a. Write a number sentence to describe the situation.
b. What do you already know about solving this problem?
c. What connections do you see?
d. Why do the results make sense?
e. Is this working or do you need to change your model?
5. Use appropriate tools strategically.
a. How could you use manipulatives or a drawing to show your
thinking?
b. Which tool/manipulative would be best for this problem?
c. What other resources could help you solve this problem?

6. Attention to precision.
a. What does this word mean?
b. Explain what you did to solve the problem?
c. Compare your answer to another cadet’s answer?
d. What labels could you use?
e. How do you know your answer is accurate?
f. Did you use the most efficient way to solve the problem?
7. Look for and make use of structure (move cadet from the general to the
specific).
a. What does this happen?
b. How is this related to the other problem?
c. Why is this important to the problem?
d. What do you know about something else that you can apply to this
situation?
e. How can you use what you know to explain why this works?
f. What patterns do you see?
8. Look for and express regularity in repeating reasoning (move cadet from
specific to general)?
a. What generalizations can you make?
b. Can you find a shortcut to solve the problem? How would your
shortcut make the problem easier?
c. How could this problem help you solve another problem?

Geometry
Chapter 12: Circles
Lesson 1 -‐ Lines That Intersect Circles
Standards
G.C.2 -‐ Identify and describe relationships among inscribed angles, radii
and chords. Include the relationship between central, inscribed and
circumscribed angles; inscribed angles on a diameter are right angles; the radius
of a circle is perpendicular to the tangent where the radius intersects the circle.
G.CO.12 – Make formal geometric constructions with a variety of tools and
methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometry software, etc.). Copying a segment; copying an angle;
bisecting an angle; constructing perpendicular lines, including the perpendicular
bisector of a line segment; and constructing a line parallel to a given line through
a point not on the line.
G.C.4 – Construct a tangent line from a point outside a given circle to the
circle.
Objectives
Identify tangents, secants and chords.
Use properties of tangents to solve problems.
Materials
Blank paper, compass, Text book, ToolBox, overhead and transparencies,

Questioning Strategies, Remediation Materials, workbook
Vocabulary
Interior of a circle – points inside a circle
Exterior of a circle – points outside a circle
Chord – segment – endpoints lie on a circle

Secant – line that intersects circle at two points
Tangent – line that intersects circle at one point called a point of tangency.
Point of tangency – The point of intersection of a circle or sphere with a
tangent line or plane.
Circles – a set of all points that are a fixed distance from a given point called
the center of the circle.
Congruent – radii are equal
Concentric – coplanar with same center
Tangent – coplanar with intersection at one point
Common tangent – a line tangent to two circles
Formulas
None
Symbols
None
Postulates
None
Theorems
Theorem – If 2 segments are tangent to a circle from the same external
point, then the segments are congruent.
Theorem – If a line is tangent to a circle, then it is perpendicular to the
radius drawn to the tangent point.
Who Uses This?
Scientists use to solve problems pertaining to the earth.

Discussion – first day
Do vocabulary discussing words and drawing a picture representation of

each.
Review example 1 from book. Discuss that there can be 2 identifications
for one segment. Example would be a chord that goes through the center is the
diameter. Ask what is the relationship between a chord and a diameter? How
are they alike and how are they different?
Have cadets do Check-‐It-‐Out #1
Write the first theorem in ToolBox.
Review example 4 from book. Can we conclude that the two segments
that are tangent to the circle are congruent? What if they start from the same
point? What if they start at different points?
At this point, may need to review solving equations with a variable on both
sides.
Guided Practice – first day
Check it out #4a and b
Practice
None for day 1
Homework
None for Day 1
Discussion – second day
Review vocabulary.
Questions – What is the relationship between a chord and the diameter?
What do you know about two tangents to a circle that start at the
same point?
How many radii are there in a circle?

Review example 2 – find length of radius – if on a coordinate graph – count
the squares. If not on a coordinate graph use the points and the distance
formula. Review the formula. Find the tangent line and then find the equation of
the line. May have to review how to come up with the equation by using the
slope-‐point-‐formula. How do you know which axis to use – x or y? Discuss how to
tell the difference.
Activity – have cadets draw a circle on a piece of plane paper. Make sure
the center is identified. Select a point on the circle and draw a radius to that
point. Draw a line tangent to the point you selected on the circle. What do you
notice about the angle the tangent line makes with the radius? Discuss cadet’s
thoughts. Have cadets look at other cadets work to see if there is a patterns
going on. Should see that the angle is 90 degrees. Draw several examples on the
board that are not right angles to show that not all lines intersecting the point on
the circle are perpendicular to the radius.
Discuss and write second theorem in ToolBox.
Review Pythagorean Theorem by looking at example 3. Make sure to point
out that feet need to be converted to miles. Review how to do that conversion.
Guided Practice – second day
Check it out #3 – remind cadets to convert feet into miles. This problem is
very confusing to cadets as they think that mountains do not extend into the
center of the earth. Need to encourage them that they are using the center of
the earth to measure the height of the mountain. The sketch is 3D and cadets
need to be encouraged to imagine the 3D coming off the paper.
Page 797, # 9 – have cadets work on it and then review.
Practice
Classwork (additional resources used for differentiation):
Use Question Strategies while checking cadet’s work as they are working.
If major understanding issues – stop class and asked appropriately modified
questions to help cadet’s get a better understanding. If small group of cadet’s are
struggling, use appropriately modified questions to help them obtain a better
understanding. When working with individual cadets, use modified questions and
vocabulary review to help them over the problem areas. Assign problems based
on class and/or individual cadet abilities.
Non-‐proficient Cadets – Problems 11 – 28, 31 – 35, 38 – 40
Additional Resources – Practice A, Reteach, Reading Strategies
Proficient Cadets -‐ Problems 11 – 41
Additional Resources – Practice B, Reteach, Problem Solving
Mastered Cadets – Problems 11 – 43
Additional Resources – Practice C, Challenge, Problem Solving
Concept problem check – 12, 14, 15, 16, 20, 26 – checking these problems
will give one a good idea if the lesson has been learned. If not, use reteach
materials.
Page 797 – 13, 16, 18-‐22, 26, 27, 31, 32, 33 – review each of these after
cadets have had time to do them.
Homework
Page 73 and 157 in workbook. May be replaced with different work based
on needs. Replaced by additional resources listed above.

12-1 Practice A
Lines That Intersect Circles
For Exercises 1–5, match the letter of the part of the figure to the names.
Use each letter once.
1. chord ________ A. AB
2. tangent ________ B. l
3. radius ________ C. m
4. secant ________ D. BC
5. diameter ________ E. DE
Use the figure for Exercises 6–8.
6. radius of e P ________ radius of e Q ________
7. coordinates of the point of tangency (________, ________)
8. equation of the tangent line at the point of tangency
_________________________________________
Fill in the blanks to complete each theorem.

9. If a line is perpendicular to a radius of a circle at a point on the circle,
then the line is ______________________ to the circle.
10. If two segments are tangent to a circle from the same external point,
then the segments are ______________________.
11. If a line is tangent to a circle, then it is ______________________ to the
radius drawn to the point of tangency.
12. Amiko is riding her bike on a wet street. As the bike wheel spins,
water drops are sprayed off tangent to the wheel. Amiko’s bike
wheels have a radius of 12 inches. Use the Pythagorean Theorem
to find the distance the water drops have been sprayed when they
are 13 inches from the center of the wheel.
_________________________________________
In Exercises 13 and 14, GH and GI are tangent to e J . Find GH.

13. 14.
_________________________________________ ________________________________________
12-1 Practice B
Identify each line or segment that intersects each circle.
1. 2.
_________________________________________ ________________________________________
_________________________________________ ________________________________________
Find the length of each radius. Identify the point of tangency and write the
equation of the tangent line at this point.
3. 4.
_________________________________________ ________________________________________
_________________________________________ ________________________________________
_________________________________________ ________________________________________
5. The Moon’s orbit is not exactly circular, but the

average distance from its surface to Earth’s surface
is 384,000 kilometers. The diameter of the Moon
is 3476 kilometers. Find the distance from the surface
of Earth to the visible edge of the Moon if the Moon is
directly above the observer. Round to the nearest kilometer.
(Note: The figure is not drawn to scale.)
_________________________________________
In Exercises 6 and 7, EF and EG are tangent to e H . Find EF.
6. 7.
_________________________________________ ________________________________________
12-1 Practice C
Write paragraph proofs for Exercises 1–3.
1. Given: e A and e B with congruent radii. CD and EF are
common tangent segments.
Prove: CD ≅ EF (Hint: Draw AB . Use properties of
quadrilaterals to show that CD = AB = EF.)
2. Given: e P and e Q with different radii. RS and TU are

common tangent segments. RS and TU are not parallel.
Prove: RS ≅ TU
3. Given: e G and e H . IM and JL are common interior

tangent segments.
Prove: IM ≅ JL
Assume the segments that appear to be tangent are tangent. Find each length.
4. 5.
CD ______________________________________ UW _____________________________________
12-1 Reteach
Lines and Segments That Intersect Circles
and is a
• A chord is a segment whose endpoints secant.
are chords.
lie on a circle.
• A secant is a line that intersects a circle is a
at two points. tangent.
• A tangent is a line in the same plane as a
circle that intersects the circle at exactly
one point, called the point of tangency. E is a point of
• Radii and diameters also intersect circles. tangency.

Tangent Circles
Two coplanar circles that intersect at exactly

one point are called tangent circles.

Identify each line or segment that intersects each circle.
1. 2.
_________________________________________ ________________________________________
_________________________________________ ________________________________________
Find the length of each radius. Identify the point of tangency and
write the equation of the tangent line at that point.
3. 4.
_________________________________________ ________________________________________
_________________________________________ ________________________________________
_________________________________________ ________________________________________
12-1 Reteach
Lines That Intersect Circles continued
Theorem Hypothesis Conclusion
If two segments are tangent

to a circle from the same
external point, then the
segments are congruent.
and are tangent to .

In the figure above, EF = 2y and EG = y + 8. Find EF.
EF = EG 2 segs. tangent to e from same ext. pt. → segs. ≅.
2y = y + 8 Substitute 2y for EF and y + 8 for EG.
y=8 Subtract y from each side.
EF = 2(8) EF = 2y; substitute 8 for y.
= 16 Simplify.
The segments in each figure are tangent to the circle.

Find each length.
5. BC 6. LM
_________________________________________ ________________________________________
7. RS 8. JK
_________________________________________ ________________________________________
12-1 Challenge
In rPQR, in which PQ = 15, QR = 22, and PR = 30, a
semicircle is drawn so that its diameter lies on PR and it
is tangent to QP and QR . If S is the center of the circle,
find the measure of PS to the nearest hundredth.
Draw radii ST and SU to the points of tangency

to PQ and QR . Draw QS .
Statements Reasons
1. _________________________ 1. All radii have equal measures.
2. m∠QTS = m∠QUS = 90° 2. _________________________

_________________________
_________________________
_________________________
3. QT ≅ QU 3. _________________________
_________________________
_________________________
_________________________
4. QS ≅ QS 4. _________________________
5. rQTS ≅ rQUS 5. _________________________
6. ∠UQS ≅ ∠TQS 6. _________________________
7. _________________________ 7. Triangle Angle Bisector Theorem
Let PS = x. Then ________________ and x = _____________.

12-1 Problem Solving
1. The cruising altitude of a commercial 2. In the figure, segments that appear to be
airplane is about 9000 meters. Use the tangent are tangent. Find QS.
diagram to find AB, the distance from an
airplane at cruising altitude to Earth’s
horizon. Round to the nearest kilometer.
______________________________________
______________________________________
uur uuur
3. The area of e H is 100π, and HF = 26 4. IH , IK , and KL are tangent to e A. What
centimeters. What is the perimeter of is IK?
quadrilateral EFGH?
_________________________________________ ________________________________________
Choose the best answer.

5. A teardrop-shaped roller coaster loop is a section of a spiral
in which the radius is constantly changing. The radius at the
bottom of the loop is much larger than the radius at the top of
the loop, as shown in the figure. Which is a true statement?
A e K and e M have two points of tangency.
B e K , e L, and e M have one point of tangency.
C e L is internally tangent to e K and e M .
D e L is externally tangent to e K and e M .
6. e G has center (2, 5) and radius 3.
e H has center (2, 0). If the circles are tangent, which line could be tangent to both circles?
F x=2 H y=2
G x=0 J y=5
7.The Hubble Space Telescope orbits

353 miles above Earth, and Earth’s radius is about 3960 miles. Which is closest to the
distance from the telescope to Earth’s horizon?
A 1634 mi C 3976 mi
B 1709 mi D 5855 mi
12-1 Reading Strategies
Focus on Vocabulary
The diagram below describes vocabulary words that are used with circles.
A secant is a line that A chord is a segment whose A tangent is a line in
intersects a circle at endpoints lie the same plane as the
two points. Line is on a circle. is circle that intersects it
a secant. a chord. at exactly one point.
Line t is a tangent.
The interior of a circle is The point of tangency is the
the set of all points inside the point where the tangent and
circle. Point X is in the circle
the interior of the circle.
intersect. Point A is a point of
tangency.
The exterior of a circle is the A tangent line is perpendicular to the radius of a circle
set of all points outside the drawn to the point of tangency. ⊥ line t
circle. Point Y is in the exterior A line that is perpendicular to the radius of a circle at a
of the circle. point on the circle is a tangent line to the circle.
Answer the following.

1. The __________________ of a circle is the set of all points inside the circle.
2. A __________________ is a line that intersects a circle at two points.
3. Look at circle C above. Why is line t not a secant?
_________________________________________________________________________________________
Use circle P to identify each line, segment, or point.

4. secant line __________________
5. point of tangency __________________
6. tangent line __________________
7. chord __________________
8. a point in the exterior of the circle __________________
9. a point in the interior of the circle __________________

Geometry
Chapter 12: Circle
Lesson 2 -‐ Arcs and Chords
Standards
Objectives
Apply properties of arcs.
Apply properties of chords.
Materials
Protractor, compass, text book, Toolbox, How To Make A Circle Graph
sheet, overhead and transparencies, Remediation materials, Questioning
Strategies, Workbook
Vocabulary
Central angle – an angle whose vertex is the center of the circle
Arc – an unbroken part of a circle consisting of two endpoints and all point
between.
Minor Arc – an arc whose points are on or in the interior of the central
angle.
Major Arc – an arc whose points are on or in the exterior of the central
angle.
Semi-‐Circle – an arc of a circle whose endpoints lie on the diameter
Adjacent arcs – arcs that intersect at exactly one point on the same circle.
Congruent Arcs – Two arcs that are in the same or congruent circles and
have the same measure.
Formulas
m of arc AC = m<ABC
m of arc ADC = 360 – m<ABC
m of arc EFG = 180 when segment EG is the diameter
m of arc ABC = m of arc AB + m of arc BC
Symbols
None
Postulates
Arc Addition Postulate – the measure of an arc formed by two adjacent arcs
is the sum of the measures of the two arcs.
Theorems
12-‐2-‐2 -‐ In a circle or congruent circles:
1) congruent central angles have congruent chords
2) congruent chords have congruent arcs
3) congruent arcs have congruent central angles
12-‐2-‐3 – In a circle, if a radius or diameter is perpendicular to a chord, then
it bisects the chord and its arc.
12-‐2-‐4 – In a circle, the perpendicular bisector of a chord is a radius or
diameter.
Who Uses This?
Market analysts use circle graphs to compare sales of different products.
Comparisons of parts to the whole.
Discussion
Review how to create a circle graph. Have cadets write the steps in their
ToolBox. Make sure to cover that 360 degrees is a circle and is used when
calculating the angle measurement.
Guided Practice
Have cadets make a circle graph from data provided. What each cadet as
they work. Make sure the percentages are correct and that they are graphing the
angle and not the percentage column.
When all graphs look reasonable, look at Example 1 and discuss all of the
areas. Cadets will do Check-‐It-‐Out 1.
Update the ToolBox with vocabulary for the chapter.
Review Example 2 discussing how two arcs total the entire arc and how it is
like a log that has two different lengths that total the entire log.
Cadets will work on Check-‐it-‐Out 2.
Write Congruence Theorems in ToolBox and discuss how each one of them
just makes sense when we read it. Look at Example 3. Discuss once again how to
do the math – solving equations with variables on both sides. Have cadets do
Check-‐It-‐Out 3.
Look at the relationships between radii and chords and then look at
Example 4. Review again the squaring and square rooting of numbers. Cadets
will do Check-‐it-‐Out 4.
Practice

Use Question Strategies while checking cadet’s work as they are working. If
major understanding issues – stop class and asked appropriately modified
Non-‐proficient Cadets – Problems 19 – 40, 45, 47 – 50
Proficient Cadets – Problems 19 – 51
Mastered Cadets -‐ Problems 19 – 44, 46 – 53
Concept problem check – 20, 26, 30, 32, 38, 40 – checking these problems will
give one a good idea if the lesson has been learned. If not, use reteach materials.
If this is a review and cadets have it, then do the following: Page 806 – 807
problems #5-‐35 – odd problems
Homework
Page 74 and 158 May be replaced with different work based on needs.
Replaced by additional resources listed above.
12-2 Practice A
Arcs and Chords
The circle graph shows the number of hours Rae spends
on each activity in a typical weekday. Use the graph to
find each of the following.
1. m∠AMD = ______________________
2. m∠DMB = ______________________
ª =
3. mBC ______________________ º =
4. mCBA ______________________
In Exercises 5–10, fill in the blanks to complete each postulate or theorem.

5. In a circle or congruent circles,
congruent central angles have congruent ______________________.
6. In a circle or congruent circles, congruent ______________________ have congruent arcs.
7. The measure of an arc formed by two ______________________ arcs is the sum of the
measures of the two arcs.
8. In a circle, the ______________________ of a chord is a radius (or diameter).
9. In a circle or congruent circles, congruent arcs have congruent ______________________.
10. In a circle, if the ______________________ is perpendicular to a chord, then it bisects the
chord and its arc.
Find each measure.

∫ = ______________________
11. mIK
ª = ______________________
12. mJIL
13. 14.
ª = mST
mQR ª . Find m∠QPR.___________ ∠UTV ≅ ∠XTW. Find WX.___________
Find the length of each chord. (Hint: Use the Pythagorean Theorem to
find half the chord length, and then double that to get the answer.)
15. CE = __________ 16. LN = __________
12-2 Practice B
Arcs and Chords
The circle graph shows data collected by the U.S. Census

Bureau in 2004 on the highest completed educational level
for people 25 and older. Use the graph to find each of the
following. Round to the nearest tenth if necessary.
1. m∠CAB _____________ 2. m∠DAG _____________
3. m∠EAC _____________ ª
4. mBG _____________
ª
5. mGF _____________ º
6. mBDE _____________
Find each measure.
7. 8.
ª
mQS _____________ º
mHG _____________
º
mRQT _____________ º
mFEH _____________
9. 10.
e L ≅ e E, and ∠CBD ≅ ∠FEG.

Find m∠UTW. ___________ Find FG. ___________
Find each length. Round to the nearest tenth.
11. 12.
ZY ______________________________________ EG ____________________________________
12-2 Practice C
Arcs and Chords
Write proofs for Exercises 1 and 2.

1. Given: AC ≅ EC, AE ⊥ FG
Prove: e A ≅ e E
º
2. Given: RSU ≅ RTU
Prove: e P ≅ e Q
Give the degree measure of the arc intercepted by the chord described
in Exercises 3–8. The figure is given for reference. Round to the nearest
tenth if necessary.
3. a chord congruent to the radius ____________
4. a chord one-third the length of the radius ____________
5. a chord congruent to the segment from the center to the chord ____________
6. a chord twice the length of the segment from the center to the chord ____________
7. a chord one-fourth the length of the circumference ____________
1
8. a chord multiplied by the length of the circumference ____________
π
Find the length of a chord that intercepts an arc of each given measure.
Give your answer in terms of the radius r. Round to the nearest tenth.
9. 10° _______________ 10. 45° _______________ 11. 136° _______________
12-2 Reteach
Arcs and Chords
Arcs and Their Measure
• A central angle is an angle whose vertex is the center of a circle.
• An arc is an unbroken part of a circle consisting of two points on a circle and all the points
on the circle between them.
∠ABC is a
is a major arc. central angle.
= 360° − m∠ABC
= 360° − 93° is a minor arc
= 267° = m∠ABC = 93°.
• If the endpoints of an arc lie on a diameter, the arc is a semicircle and its measure is 180°.

Arc Addition Postulate
The measure of an arc formed by two adjacent arcs

is the sum of the measures of the two arcs.
Find each measure.
ª ________________________
1. mHJ º ________________________
3. mCDE
º
2. mFGH ________________________ º
4. mBCD ________________________
º
5. mLMN ________________________
º
6. mLNP ________________________
12-2 Reteach
Arcs and Chords continued
Congruent arcs are arcs that have the same measure.
Congruent Arcs, Chords, and Central Angles
If m∠BEA ≅ m∠CED, If , then If , then

then m∠BEA ≅ m∠CED.
Congruent central angles have Congruent chords have Congruent arcs have
congruent chords. congruent arcs. congruent central angles.

In a circle, if a radius or diameter is perpendicular
to a chord, then it bisects the chord and its arc. Since
bisects and
Find each measure.

ª .
7. QR ≅ ST . Find mQR 8. ∠HLG ≅ ∠KLJ. Find GH.
_________________________________________ ________________________________________
Find each length to the nearest tenth.

9. NP 10. EF
_________________________________________ ________________________________________
12-2 Challenge
Revisiting Chords of Circles
In the figure at right, the diameter of circle O is 28 centimeters.
The chord AB intercepts an arc whose measure is 86°. From
your previous study of circles, you know that you can find the
ª . In Exercises 1–5, you will see
length of the intercepted arc, AB
how your knowledge of trigonometry makes it possible for you
to also find the length of the chord.
Using the figure above, find each measure.

1. m∠AOB ___________________ 2. m∠OAB ___________________
3. θ ___________________ 4. OA ___________________
5. a. Using appropriate measures from Exercises 1–4, write
a trigonometric equation that can be used to find AD. ___________________
b. Solve your equation from part a. Round to the nearest tenth. ___________________
c. What is the length of AB ? ___________________
Find the length of a chord, AB , that is in a circle of diameter d and

º , of the given degree measure. Round your
that intercepts an arc, AB
answers to the nearest tenth.
ª = 58° ª = 162° 1 ª = 60°
6. d = 4 inches, mAB 7. d = 3 meters, mAB 8. d = 2 feet, mAB
2
AB ≈ _______________ AB ≈ _______________ AB ≈ _______________
9. Devise a formula that can be used to find the length, l , of a
chord in a circle of diameter d, given the degree measure, n,
of its intercepted arc, where 0° < n < 180°. ____________________
In the figure at right, a regular pentagon is inscribed in a circle of

diameter 10 inches. Find each measure.
10. the length of one side of the pentagon ______________________
11. the perimeter of the pentagon ______________________
12. the length of an apothem of ______________________
the pentagon
13. the area of the pentagon ______________________
14. Devise a formula that can be used to find the area,
A, of a regular n-gon given the diameter, d, of
its circumscribed circle. ________________________________
Arcs and Chords
1. Circle D has center (−2, −7) and radius 7. 2. A circle graph is composed of sectors
What is the measure, in degrees, of the with central angles that measure 3x°,
major arc that passes through points 3x°, 4x°, and 5x°. What is the measure,
H(−2, 0), J(5, −7), and K(−9, −7)? in degrees, of the smallest minor arcs?
_________________________________________ ______________________________________
Use the following information for Exercises 3 and 4.

The circle graph shows the results of a survey
in which teens were asked what says the
most about them at school. Find each of the
following.
ª
3. mAB
_________________________________________
4. m∠APC
_________________________________________

Favorite Lunch Number of
5. Students were asked to name their Students
favorite cafeteria food. The results of
the survey are shown in the table. In a Pizza 108
circle graph showing these results,
Chicken tenders 75
which is closest to the measure of
the central angle for the section Taco salad 90
representing chicken tenders?
Other 54
A 21° C 83°

B 75° D 270°
6. The diameter of ¤R is 15 units, and

HJ = 12 units. What is the length of ST ? 7. In the stained glass window, AB ≅ CD
º ?
and AB PCD. What is mCBD
F 2.1 units H 4.5 units

G 3 units J 9.6 units
A 35° C 98°
B 70° D 262°
Use a Table
The table below shows some of the relationships among arcs, chords, and
central angles.
Words Diagram Mathematical Symbols

A minor arc is equal to the
measure of its central angle. ª = m∠DCE = x°
mDE
A major arc is equal to 360°

minus the measure of its º
mDFE = 360° − m∠DCE
central angle. = 360° − x°
The measure of an arc formed

by two adjacent arcs is the sum
of the measures of the two
arcs. º
mABC ª + mBC
= mAB ª
Congruent central angles have

congruent chords. RQ ≅ YZ
Congruent chords have

º ≅ YZ
RQ ª
congruent arcs.
Congruent arcs have

congruent central angles. ∠QXR ≅ ∠ZXY

1. The measure of a central angle is 60°. What is the measure
of its minor arc? __________________
2. What will be the sum of a central angle’s minor arc
and major arc? __________________
3. Congruent __________________ have congruent chords.
Use circle A to find each measure.

ª
4. mDE ____________ º
5. mCBE ____________
º
6. mEBD ____________ º
7. mCBD ____________
8. m∠CAB ____________ ª
9. mCD ____________
Geometry
Chapter 12: Circle
Lesson 3 -‐ Sector Area and Arc Length
Standards
G.C.5 -‐ Derive using similarity the fact that the length of the arc
intercepted by an angle is proportional to the radius, and define the radian
measure of the angle as the constant of proportionality; derive the formula for
the area of a sector.
Objectives
Find the area of sectors.
Find arc lengths.
Materials
Calculator, ToolBox, Text Book, paper, pencil, overhead and transparencies,

Remediation materials, Questioning Strategies, Workbook
Vocabulary
Sector of a circle – a region bounded by two radii of the circle and their
intercepted arc.
Segment of a circle – region bounded by an arc and its chord.
Arc length – distance along an arc measured in linear units.
Formulas
Area of a Sector – A = πr2(m/360)
Area of a Segment -‐ A = πr2(m/360) – 1/2bh
Arc length – L = 2πr(m/360)

Symbols
None
Postulates
None
Theorems
None
Who Uses This?
Farmers use irrigation radii to calculate areas of sectors.
Discussion
Update ToolBox with vocabulary. Go over formulas carefully and explain
why the 360 degrees. Most cadets seem to be confused about “the fraction” so
be sure to go over that it is the ratio or the portion of the complete circle that the
arc takes up. Refer it a slice of pizza – cadets get that analogy.
Review example 1 with cadets. May need to keep reviewing the fraction
idea. Have cadets work the Check It Out #1.
Review Example 2. This is another example of why we would need to know
the amount of arc for a circle – farming and irrigation. Have cadets work the
Check-‐it-‐Out #2.
Review Example 4. Be sure to show that the line drawn is the radius but so
are the other segments from the center to the points on the circle. Notice that
the radius is not squared – Why is this? Have cadets work the Check-‐It-‐Out #4.
Guided Practice
Check work from the Check-‐It-‐Out problems. If still need some help, go
over problems 2, 3, 4, 5, 9, 10 as needed.

Practice
Use Question Strategies while checking cadet’s work as they are working. If
major understanding issues – stop class and asked appropriately modified
Non-‐proficient Cadets – Problems 12 – 34
Mastered Cadets -‐ Problems 12 – 37
Concept problem check – 12, 15, 18, 20, 21, 24 – checking these problems
materials.

Problems 12,13,14,16, 19, 20 Extra credit #22
Homework
Page 75 and 159 May be replaced with different work based on
needs. Replaced by additional resources listed above.

12-3 Practice A
Sector Area and Arc Length
In Exercises 1 and 2, fill in the blanks to complete each formula.
1. The area of a sector of a circle with radius r and central
angle m° is A = __________________.
2. The length of an arc with central angle m° on a circle
with radius r is L = __________________.
Find the area of each sector. Give your answer in terms of π and
rounded to the nearest hundredth.
3. 4.
sector BAC sector QPR
_________________________________________ ________________________________________
Different animals have different fields of view. Humans can generally see a
180° arc in front of them. Horses can see a 215° arc. A horse and rider are in
heavy fog, so they can see for only 25 yards in any direction. Round your
answers to Exercises 5 and 6 to the nearest square yard.
5. Find the area of the rider’s field of view. __________________
6. Find the area of the horse’s field of view. __________________
Complete Exercises 7–9 to find the area of segment KJL.

7. Find the area of sector KJL.
Give your answer in terms of π. __________________
8. Find the area of rKJL. __________________
9. Subtract the area of rKJL from the area
of sector KJL to find the area of segment
KJL. Round to the nearest hundredth. __________________
Find each arc length. Give your answer in terms of π and rounded to
the nearest hundredth.
10. 11.
ºXY ____________________________________ º
MN ____________________________________
12-3 Practice B
Find the area of each sector. Give your answer in terms of π and rounded to
1. 2.
sector BAC _______________________ sector UTV _______________________

3. 4.
sector KJL _______________________ sector FEG _______________________

5. The speedometer needle in Ignacio’s car is 2 inches long. The needle
sweeps out a 130° sector during acceleration from 0 to 60 mi/h. Find
the area of this sector. Round to the nearest hundredth. ____________
Find the area of each segment to the nearest hundredth.
6. 7.
_________________________________________ ________________________________________
8. 9.
_________________________________________ ________________________________________
Find each arc length. Give your answer in terms of π and rounded to the
nearest hundredth.
10. 11.
_________________________________________ ________________________________________
12. an arc with measure 45° in a circle with radius 2 mi _________________
13. an arc with measure 120° in a circle with radius 15 mm _________________
12-3 Practice C
1. Find the measure of a central angle in a circle so that the segment has half the
area of the sector. First derive an equation, and then use trial and error to estimate
the measure of the central angle to within 1 degree. Explain your answer.
2. The circumference of a circle is 18π m. Find the central angle

of a sector of the circle whose area is 40.5π m2. __________________
Find the shaded area of each figure. Round to the nearest hundredth.
3. ________________ 4. ________________
5.Find the measure of the central angle of an arc so that the length of the arc is equal
to the radius of the circle. Round to the nearest tenth. Explain your answer.
Angela is wrapping 1 meter of twine around a spool with a 2-centimeter

diameter. The spool is thin and accommodates only one wrap of twine before
1
the twine stacks on top of itself. The twine has a diameter of cm.
2
6. Find how many complete times Angela will wrap the twine
around the spool. _________________
7. Find the percentage of a complete circle that the last wrapping
of the twine will make. Round to the nearest tenth. _________________
12-3 Reteach
Sector of a Circle
A sector of a circle is a region bounded by two

radii of the circle and their intercepted arc.
sector ABC
The area of a sector of a circle is given by the
formula .

Segment of a Circle
A segment of a circle is a region bounded by an arc and
its chord.
segment ABC
area of area of sector

= − area of ΔABC
segment ABC ABC

Find the area of each sector. Give your answer in terms of π and
rounded to the nearest hundredth.
1. sector CDE 2. sector QRS
_________________________________________ ________________________________________
Find the area of each segment to the nearest hundredth.

3. 4.
_________________________________________ ________________________________________
12-3 Reteach
Sector Area and Arc Length continued
Arc Length
Arc length is the distance along an arc measured in linear units.
The arc length of a circle is given by the formula

ª .
Find the arc length of JK
⎛ m° ⎞
L = 2πr ⎜ ⎟
⎝ 360° ⎠ Formula for arc length
⎛ 84° ⎞
= 2π ( 9 cm ) ⎜ ⎟ Substitute 9 cm for r and 84° for m°.
⎝ 360° ⎠
21
= π cm Simplify.
5
≈ 13.19 cm Round to the nearest hundredth.
Find each arc length. Give your answer in terms of π and rounded to
ª
5. AB º
6. WX
_________________________________________ ________________________________________
ª
7. QR ª
8. ST
_________________________________________ ________________________________________
12-3 Challenge
Investigating Cardioids
The unusual curve at right is called a cardioid. The cardioid derives its
name from its resemblance to the classic shape of a heart. A surprising
fact about the cardioid is that it can be generated by constructing a set of
circles that satisfies a certain set of conditions.
1. In the figure at right, P is a point on
circle O. Use a compass and straightedge
to perform the following construction:
a. Divide circle O into 24 congruent
arcs, with point P being the common
endpoint of two of the arcs. (Hint: Begin
by constructing six congruent arcs.)
b. Place the metal tip of the compass at any
endpoint of an arc except point P. Open the
compass so that the pencil tip is at point P
and draw a circle.
c. Repeat part b for the other 22 points from part a. The
outline of the figure that results will approximate a cardioid.
2. In the figure at right, circle A is congruent to circle O and is
being rolled counterclockwise around it. Point R is on circle
A; its path is shown by the dashed arrow. After one complete
revolution of circle A, the path of point R will trace a cardioid. The
length of this cardioid is a whole-number multiple of the diameter
of circle O. Make a conjecture about the value of that whole
number. (Hint: Use your drawing from Exercise 1, or act out
the roll, using two coins of the same type.)
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Shade your cardioid construction from Exercise 1 to create
the figure shown at right.
4. Research the meaning of the term nephroid. Find out how to
construct a nephroid by using circles that satisfy a given set
of conditions. Perform the construction on a separate sheet of
paper. Also, find how the nephroid compares to the cardioid in
terms of rolling one circle around another, and make a report
of your findings on a separate sheet of paper.
1. A circle with a radius of 20 centimeters 2. A sector whose central angle measures
has a sector that has an arc measure 72° has an area of 16.2π square feet.
of 105°. What is the area of the sector? What is the radius of the circle?
Round to the nearest tenth.
________________________________________
_________________________________________
3. The archway below is to be painted. What 4. Circle N has a circumference of 16π

is the area of the archway to the nearest millimeters. What is the area of the
tenth? shaded region to the nearest tenth?
_________________________________________ ________________________________________

5. The circular shelves in 6. Find the area of the shaded region.
diagram are each Round to the nearest tenth.
28 inches in diameter.
The “cut-out” portion of
each shelf is 90°.
Approximately how much
shelf paper is needed
to cover both shelves?
A 154 in2
B 308 in2 F 8.2 in2 H 71.4 in2
2
C 462 in G 19.6 in2 J 78.5 in2
D 924 in2
7. A semicircular garden with a diameter of 8. A round cheesecake 12 inches in
6 feet is to have 2 inches of mulch spread diameter and 3 inches high is cut into
over it. To the nearest tenth, what is the 8 equal-sized pieces. If five pieces have
volume of mulch that is needed? been taken, what is the approximate
A 2.4 ft3 C 14.1 ft3 volume of the cheesecake that remains?
B 4.8 ft3 D 28.3 ft3 F 42.4 in3 H 127.2 in3
G 70.7 in3 J 212.1 in3
12-3 Reading Find each arc length.
Give your answer in
Strategies terms of π and
Use a Formula rounded to the
nearest hundredth.
The table below shows
you how to use 5. ºXY
formulas for sector
area and ______________________
arc length.
______________________
Area of a Sector Area of a Segment Arc Length
⎛ m° ⎞
⎛ m° ⎞ ⎛ m° ⎞ 1 L = 2πr ⎜ ⎟
A = πr 2 ⎜ ⎟ A = πr 2 ⎜ ⎟ − bh ⎝ 360° ⎠
⎝ 360° ⎠ ⎝ 360° ⎠ 2
Find the length of ºXY .

Find the area of sector DEF. Find the area of segment ACB.
⎛ 45° ⎞
2 ⎛ 40° ⎞ 2 ⎛ 90° ⎞ 1 L = 2π ( 5 ) ⎜
A = π ( 6 ) ⎜ A = π ( 3 ) ⎜ ⎟
⎟ ⎟ − ( 3 )( 3 ) ⎝ 360° ⎠
⎝ 360° ⎠ ⎝ 360° ⎠ 2
⎛ 1 ⎞
⎛ 1 ⎞ ⎛ 1 ⎞ = 10π ⎜ ⎟
= 36π ⎜ ⎟ = 9 π ⎜ ⎟ − 4.5 ⎝ 8 ⎠
⎝ 9 ⎠ ⎝ 4 ⎠
5π
= 4π cm2 = 2.25π − 4.5 = ft
≈ 12.57 cm2 ≈ 2.57 in2 4
≈ 3.93 ft
Find the area of each
sector. Give your
answer in terms of π
and rounded to the
nearest hundredth.
1. sector BAC 2. sector TZX
______________________ ____________________
______________________ ____________________
Find the area of each

segment. Round your
answer to the nearest
hundredth.
3. segment BDA 4. segment DFE
______________________ ____________________
Geometry
Chapter 12: Circle
Lesson 4 -‐ Inscribed Angles

Standards
G.C.3 – Construct the inscribed and circumscribed circles of a triangle, and
prove properties of angles for a quadrilateral inscribed in a circle.
G.CO.13 – Construct an equilateral triangle, a square and a regular hexagon

inscribed in a circle.
Objectives
Find the measure of an inscribed angle.
Use inscribed angles and their properties to solve problems.
Materials
ToolBox, Pencil, Paper, Text Book, overhead and transparencies,


Vocabulary
Inscribed angle – an angle whose vertex is on a circle and whose sides
contain chords of the circle. The measure of the angle is half the measure of the
arc.
Intercepted arc – consists of endpoints that lie on the sides of an inscribed
angle and all the points of the circle between them.
Subtends – a chord or arc will subtend an angle if its endpoints lie on the
sides of the angle.
Formulas
Inscribed angle – m<ABC = ½ m of arc AC
Symbols
None
Postulates
None
Theorems
12-‐4-‐1 -‐ Inscribed angle theory -‐ The measure of an inscribed angle is half
the measure of its intercepted arc.
12-‐4-‐2 – If inscribed angles of a circle intercept the same arc or are
subtended by the same chord or arc, then the angles are congruent.
12-‐4-‐3 -‐ An inscribed angle subtends a semicircle if and only if the angle is a
right angle.
12-‐4-‐4 -‐ If a quadrilateral is inscribed in a circle, then its opposite angles are
supplementary.

Who Uses This?

You can use inscribed angles to find measures of angles in string art.
Discussion
Update ToolBox with vocabulary, theorems and formulas.
Work through example 1. Be real careful in helping cadets find the arc that
is listed. Remind them that multiplying by ½ is the same as dividing by 2. Have
cadets work Check-‐It-‐Out 1 and monitor cadets carefully. Review the answers.
Work through example 2. Before working through it, discuss the picture
and the way the circle is represented. Have cadets work the Check-‐It-‐Out 2 and
monitor carefully. This picture confuses many cadets so make sure each has the
proper perspective on the picture.
Example 3 involves variables so make sure to review how to solve
equations. Work through the example making sure cadets follow which angle is
being used. Make clear the difference between finding the value of the variable
and finding the measure of the angle. The values of the variable will have no units
on it. The measure of the angle will have the units of degrees. Have cadets work
on the Check-‐It-‐Out #3.
Example 4 is good for working more with solving equations. Stress once
again that when working the problem, they are a where of which angle they are
using and which they are solving for. Review Check-‐It-‐Out 4.
Guided Practice
Have cadets select from problems 2-‐11 that they would like to see worked
through. Pick one from each example section and work through them. Cadets
that have it may start on the classwork.
Practice
Non-‐proficient Cadets – Problems 12 – 30, 33, 35, 36, 39 – 42

Concept problem check – 13, 16, 18, 22, 26 – checking these problems will

Homework
12-4 Practice A
Inscribed Angles
In Exercises 1–4, fill in the blanks to complete each theorem.
1. If a quadrilateral is inscribed in a circle, then its opposite angles are _____________________.
2. If inscribed angles of a circle intercept the same arc or are
subtended by the same chord or arc, then the angles are _____________________.
3. The measure of an inscribed angle is _____________________ the measure of its
intercepted arc.
4. An inscribed angle subtends a semicircle if and only if the angle is a
_____________________.
Find each measure.

5. m∠BAC = __________ 6. m∠IHJ = __________
ª =
mFE __________ º =
mGH __________
Find each value.
7. x = __________ 8. z = __________
9. m∠VUS = __________ 10. m∠ZWY = __________
Find the angle measures of each inscribed quadrilateral.

11. m∠B = __________ 12. m∠F = __________
m∠C = __________ m∠G = __________
m∠D = __________ m∠H = __________
m∠E = __________ m∠I = __________
13. Iyla has not learned how to stop on ice skates yet, so she just
skates straight across the circular rink until she hits a wall. She
starts at P, turns 75° at Q, and turns 100° at R. Find how many
degrees Iyla will turn at S to get back to her starting point.
_________________________
12-4 Practice B
Inscribed Angles
Find each measure.
1. m∠CED = _________ 2. m∠FGI = _________
º
mDEA = _________ º = _________
mGH
3. º
mQRS = _________ 4. m∠XVU = _________
º = _________
mTSR m∠VXW = _________
5. A circular radar screen in an air traffic control

tower shows these flight paths. Find m∠LNK. ___________
Find each value.
6. 7.
m∠CED = ________ y = ________
8. a = ________ 9. m∠SRT = _______
Find the angle measures of each inscribed quadrilateral.

10. m∠X = ________ 11. m∠C = ________
m∠Y = ________ m∠D = ________
m∠Z = ________ m∠E = ________
m∠W = ________ m∠F = ________
12. m∠T = ________ 13. m∠K = ________

m∠U = ________ m∠L = ________
m∠V = ________ m∠M = ________
m∠W = ________ m∠N = ________
12-4 Practice C
Inscribed Angles
Write paragraph proofs for Exercises 1 and 2.
1. Given: AC ≅ AD
Prove: ∠ABC ≅ ∠AED
ª ≅ RS
2. Given: PQ ª
Prove: QR PPS
For each quadrilateral described, tell whether it can be inscribed in a circle. If so,
describe a method for doing so using a compass and straightedge, and draw an example.
3. a parallelogram that is not a rectangle or a square
4. a kite
5. a trapezoid
6. a rhombus that is not a square

12-4 Reteach
Inscribed Angles
Inscribed Angle Theorem
The measure of an inscribed

angle is half the measure of its ∠ABC is an
intercepted arc. inscribed angle. is an
intercepted arc.

Inscribed Angles
If inscribed angles of An inscribed angle

a circle intercept the subtends a semicircle
same arc, then the if and only if the angle
angles are congruent. is a right angle.
∠ABC and ∠ADC intercept
so ∠ABC ≅ ∠ADC.
Find each measure.

º
1. m∠LMP and mMN ª
2. m∠GFJ and mFH
_________________________________________ ________________________________________
Find each value.

3. x 4. m∠FJH
_________________________________________ ________________________________________
12-4 Reteach
Inscribed Angles continued
Inscribed Angle Theorem
If a quadrilateral is inscribed ∠A and ∠C are supplementary.

in a circle, then its opposite ∠B and ∠D are supplementary.
angles are supplementary.
ABCD is inscribed in

Find m∠G.
Step 1 Find the value of z.
m∠E + m∠G = 180° EFGH is inscribed in a circle.
4z + 3z + 5 = 180 Substitute the given values.
7z = 175 Simplify.
z = 25 Divide both sides by 7.
Step 2 Find the measure of ∠G.
m∠G = 3z + 5
= 3(25) + 5 = 80° Substitute 25 for z.
Find the angle measures of each quadrilateral.

5. RSTV 6. ABCD
_________________________________________ ________________________________________
7. JKLM 8. MNPQ
_________________________________________ ________________________________________
12-4 Challenge
Line Designs
Line designs are sets of segments arranged in a pattern
that creates the illusion of a curve. Different figures can
be used as the basis of a line design. For instance,
the simple line design at right is formed by connecting
equally spaced anchor points on the sides of a right
angle. On this page, you will investigate line designs
that are based on circles.
In the design at right, 32 anchor points are equally

spaced on a circle. Segments connect each anchor point
to the two anchor points that are exactly 12 spaces away
from it. There is an illusion of a circle within the circle.
1. Fill in the blanks to make a true statement:
Each segment that joins two anchor points is a(n)
____________________of the circle. Two
segments that share a common anchor point form
a(n) ____________________ angle of the circle.
2. Let x represent the degree measure of each angle
formed by two segments with a common endpoint.
a. What is the value of x in the figure above? ______________
b. Suppose that the segments connected each anchor point to the two
anchor points exactly 10 spaces away from it. What is value of x? ______________
c. Let n represent the number of spaces between two anchor points
that are connected by a segment. Write an expression for x.
(Hint: Be sure to account for values of n that are greater than 16.) ______________
d. What restrictions must be placed on the value of n in part c? ________________
e. Let p represent the number of equally spaced anchor points, and let n represent
the number of spaces between two anchor points connected by a segment. Write
an expression for x. State any restrictions on n.
_________________________________________________________________________________________
f. Find values of n and p, p ≠ 32, for which x = 30.
_________________________________________________________________________________________
_________________________________________________________________________________________
3. The type of line design that you investigated on this page is just one of countless
types of line designs based on circles. Using the library or the Internet as a resource,
find a different type of circle line design and re-create it on a separate paper, using
only a compass and straightedge.
Inscribed Angles
ª .
1. Find mAB
_________________________________________
2. Find the angle measures of RSTU.
_________________________________________

Use the diagram of a floor tile for Exercises 3
and 4. Points Q, R, S, T, U, V, W, and X are
equally spaced around e L.
3. Find m∠RQT.
A 15° C 45°
B 30° D 60°
4. Find m∠QRS.
F 67.5° H 180°
G 135° J 270°
º = 30°,
5. If m∠KLM = 20° and mMP
what is m∠KNP?
A 25° C 50°
B 35° D 70°
6. In ¤M, m∠AMB = 74°. What is m∠CDB?
F 37° H 74°
G 53° J 106°
Use a Table
The table below shows properties of inscribed angles.
Words Diagram Mathematical Symbols
The measure of an angle
inscribed in a circle is
half the measure of the ª 1
m∠DFE = mDE
intercepted arc. 2
An inscribed angle intercepts

a semicircle if and only if the
angle is a right angle. m∠GHF = 90°
º
GKF is a semicircle (180°)
If a quadrilateral is inscribed
in a circle, then its opposite
angles are supplementary. m∠D + m∠F = 180°
m∠E + m∠G = 180°

1. The measure of an angle inscribed in a circle is ______________________
the measure of the intercepted arc.
2. Quadrilateral ABCD is inscribed in a circle. Write two equations that show
the relationships of the angles of the quadrilateral.
_________________________________________________________________________________________
Find each measure.

3. m∠BCD _________ 5. m∠W _________
ª
4. mAC _________ 6. m∠X _________
7. m∠Y _________
8. m∠Z _________
Geometry
Chapter 12: Circle
Lesson 5 -‐ Angle Relationships in Circles

Standards
Objectives
Find the measures of angles formed by lines that intersect circles.
Use angle measures to solve problems.
Materials
ToolBox, Pencil, Papers, Text Book, overhead and transparencies,

Vocabulary
None
Formulas
m<AC = 1/2m of arc AB (B is tangent point) (on a circle)
m<1 = ½(m of arc AB + m of arc CD) (AD and BC are secants) (inside a circle)
m<1 = ½(m of arc AD – m of arc BD) (tangent and secant) (outside a circle)
Symbols
None

Postulates
None
Theorems
12-‐5-‐1 – If a tangent and a secant or chord intersect on a circle at the point
of tangency, then the measure of the angle formed is half the measure of its
intercepted arc.
12-‐5-‐2 – If two secants or chords intersect in the interior of a circle, then
the measure of each angle formed is half the sum of the measures of its
intercepted arcs.
12-‐5-‐3 – If a tangent and a secant, two tangents, or two secants intersect in
the exterior of a circle, then the measure of the angle formed is half the
difference of the measures of its intercepted arcs.
Who Uses This?
Circles and angles help optometrists correct vision problems.
Discussion
ToolBox Update: Make a new page and label it ‘Angle Relationships in
Circles’. Have cadets write the chart in their ToolBox – this is the best example of
the three angles that we will be looking at.
Review the first theorem and work through Example 1. This should be review so
cadets should be able to work through Check-‐It-‐Out 1. The second theorem is
also a good review as Example 2 is gone over. Cadets should be able to do the
Check-‐It-‐Out #2 with any problem. Review quickly with them. The third theorem
is confusing as presented in the book because it looks like there are three
formulas to use. There is only one so help cadets see that there is in fact only one
formula. Work through the Example 3. Cadets should have no problem since
there is only one formula. Have them work through Check-‐It-‐Out #3.
Example 5 is a good example for having cadets pick out different arcs and
different angles. Have cadets pick out the arcs and angles but do not necessarily
work through the problem.
Guided Practice
Work problems 1 – 15 with cadets. Have them pick one from each example
that they would like to see worked through.
Practice
Non-‐proficient Cadets – Problems 16 – 34, 39 – 44
Concept problem check – 16, 20, 24, 26, 28, 30– checking these problems
materials.
Homework
12-5 Practice A
Angle Relationships in Circles
In Exercises 1–3, match the letter of the drawing to the formula for finding the
measure of the angle.
1 ª + mDE
ª
1. m∠ABC =
2
( m AC ) _________ A.
1 ª − mDE
ª
2. m∠ABC =
2
(mAC ) _________ B.
1 ª
3. m∠ABC = m AB _________ C.
2
Find each measure.

4. m∠FGH = ___________
∫ =
5. m∠IJ ___________
6. 7.
m∠QPR = ________ m∠YUV = ________

8. Some cities in Europe are thousands of years old.
Often the small center of the old city is surrounded
by a newer “ring road” that allows traffic to bypass
the old streets. The figure shows a circular ring road
and two roads that provide access to the old city.
Find m∠CBD. ___________
Find the value of x.
9. ____________ 10. ____________
Complete Exercises 11–13 in order to find m∠ECF.

11. Find m∠DHG. (Hint: DF is a straight segment.) ____________
ª .
12. Find mEF ____________
13. Find m∠ECF. ____________
12-5 Practice B
Find each measure.
1. m∠ABE = ________ 2. m∠LKI = _______
ª =
mBC ________ ∫ =
mIJ _______
3. m∠RPS = ________ 4. m∠YUX = _______
5. ___________ 6. ___________
7. ___________ 8. ___________
9. The figure shows a spinning wheel. The large wheel is turned

by hand or with a foot trundle. A belt attaches to a small bobbin
that turns very quickly. The bobbin twists raw materials into
thread, twine, or yarn. Each pair of spokes intercepts a
30° arc. Find the value of x.
_________________________________________
Find each measure.
10. 11.
m∠DEI = ____________ m∠WVR = ____________

ª = ____________
mEF º
mTUW = ____________
12-5 Practice C
Write paragraph proofs for Exercises 1–3.
1. Given: AB ≅ EB
ª = 2mBC
Prove: mDE ª
2. Given: RSª ≅ TU
ª , RU
º ≅ STª
Prove: Q is the center of the circle.
(Hint: Show that Q is equidistant from three points on the circle.)
uuur uuur
3. Given: JK and JM are tangent to the circle.
º < 180° (Hint: Use an indirect proof and consider two cases.)
Prove: mKM
Find the measure of the minor arc intercepted by the two tangents.
4. ___________ 5. ___________
12-5 Reteach
If a tangent and a secant Tangent and

(or chord) intersect on a circle at
secant
the point of tangency, then the
intersect at B.
measure of the angle formed is
half the measure of its
intercepted arc.

If two secants or chords intersect in the
interior of a circle, then the measure of
Chords and
the angle formed is half the sum of the
intersect at E.
measures of its intercepted arcs.
Find each measure.

1. m∠FGH ª
2. mLM
_________________________________________ ________________________________________
3. m∠JML 4. m∠STR
_________________________________________ ________________________________________
12-5 Reteach
Angle Relationships in Circles continued
If two segments intersect in the exterior of a circle, then the measure of the angle formed is
half the difference of the measures of its intercepted arcs.
A Tangent and a Secant Two Tangents Two Secants

º
Since mPVR ª = 360°, mPVR
+ mPR º + 142° = 360°,
º
and mPVR = 218°.
1 º ª
x° =
2
(mPVR − mPR )
1
= ( 218° − 142° )
2
x° = 38°
x = 38

5. 6.
_________________________________________ ________________________________________
7. 8.
_________________________________________ ________________________________________
12-5 Challenge
Racking Billiard Balls
A regulation pocket billiard ball is a perfect sphere with a diameter of 2.25 inches,
and a tolerance of 0.005 inch. At the start of a game of pocket billiards, the
15 balls must be arranged in five rows in a triangular rack as shown at right.
On this page, you will see how the properties of circles determine the shape
and size of the rack.
Below at right is a figure depicting just two rows of billiard balls in a rack.
On a separate sheet of paper, justify each statement about this figure.
1. rABC is an equilateral triangle. 2. ACDE is a rectangle.
ª = 60°
3. mKL ª = mGL
4. mEK ª = 90°
º
5. mENG = 120° 6. m∠ERG = 60°
7. rAER ≅ rAGR 8. m∠ERA = 30°
9. AC = 2.25 inches 10. ED = 2.25 inches
11. AE = 1.125 inches 12. ER = (1.125) 3 inches
13. TD = (1.125 ) 3 inches ( )

14. TR = 2.25 + 2.25 3 inches ≈ 6.1 inches
Following similar reasoning, m∠HTD = m∠FSJ = 60° and RS = ST ≈ 6.1 inches.

So a triangular rack for two rows of pocket billiard balls would be an equilateral
triangle with sides that are each slightly longer than 6.1 inches in length.
Suppose that a rack shaped like an equilateral triangle encloses the

given number of pocket billiard balls. Find the length of each side of
the rack. (Hint: How many rows of balls will there be?)
15. 6 balls _____________________________________________________________
16. 10 balls _____________________________________________________________
17. 15 balls _____________________________________________________________

18. Write an expression for the length, in inches, of each side of the equilateral triangular rack
that would enclose n rows of pocket billiard balls in the manner shown above.
_________________________________________________________________________________________
19. Suppose that billiard balls of diameter d
inches were racked in the pattern shown
at right. Describe the rack that would
enclose n rows of billiard balls in this way.
_________________________________________________________________________________________
_________________________________________________________________________________________
ª ?
1. What is mLM
_________________________________________
2.An artist painted the design shown below. What is the value of x?
_________________________________________
For Exercises 3 and 4, use the diagrams.

3. A polar orbiting satellite is about 850
kilometers above Earth. About 69.2 arc
degrees of the planet are visible to a
camera in the satellite. What is m∠P?
_________________________________________
4. A geostationary satellite is about 35,800

kilometers above Earth. How many arc
degrees of the planet are visible to a
camera in the satellite?
_________________________________________
5. What is m∠ADE?
A 7° C 37°
B 33° D 114°
6. Find m∠VTU.
F 21° H 36°
G 29° J 39°
Use a Graphic Aid
The graphic aid below summarizes angle relationships in circles.
Angle Relationships
in Circles
Vertex lies Vertex lies Vertex lies

on a circle. inside a circle. outside a circle.
Angle m easure is Angle m easure Angle m easure

half the measure is half the sum of is half the difference of the
of the intercepted the measures of the intercepted measures of the intercepted
arc. arcs. arcs.

m∠AEB = m∠DEC

= 32.5° = 23°
Find each measure.

1. m∠RZS 2. m∠HIJ
_________________ _________________
3. m∠XVQ 4. m∠ACB
_________________ _________________
Geometry
Chapter 12: Circle
Lesson 6 -‐ Segment Relationships in Circles
Standards
Objectives
Find the lengths of segments formed by lines that intersect circles.
Use the lengths of segments in circles to solve problems.
Materials
ToolBox, pencil, paper, Text Book, overhead and transparencies,

Vocabulary
Secant segment – A segment of a secant with at least one endpoint on the
circle.
External secant segment -‐ A segment of a secant that lies in the exterior of
the circle with one endpoint on the circle.
Tangent Segment – A segment of a tangent with one endpoint on the circle.
Formulas
Two chords – AE X EB + CE X ED Chords AB and CD intersect at E
Two secants -‐ AE X BE = CE X DE Secants AE and CE intersect at E
Secant and tangent – AC X BC = DC2 – Secant AC and tangent DC
Symbols
None
Postulates
None
Theorems
12-‐6-‐1 – Chord-‐Chord Product Theorem – If two chords intersect in the
interior of a circle, then the products of the lengths of the segments of the chords
are equal.
12-‐6-‐2 – Secant-‐Secant product Theorem – If two secants intersect in the
exterior of a circle, then the product of the lengths of one secant segment and its
external segment equals the product of the lengths of the other secant segment
and its external segment.
12-‐6-‐3 -‐ Secant-‐Tangent Product Theorem – If a secant and a tangent

intersect in the exterior of a circle, then the product of the lengths of the secant
segment and its external segment equals the length of the tangent segment
squared.
Who Uses This?
Archaeologists use facts about segments in circles to help them understand
ancient objects.
Discussion
Cadets have a difficult time with this lesson because there is a switch from
angles to segments. Take time to be sure cadets have made that transition.
Present the first theorem and have cadets write it in their ToolBox. Work
through the example 1 problem with cadets making sure that they are looking at
the lengths of the segments and not the angles. Have cadets work through
Check-‐It-‐Out #1.
Example #2 is great for giving cadets an example of how to use this
theorem in the real world. Work through the example and then have them try
the Check-‐It-‐Out #2.
Look at the next theorem and be sure that cadets understand that secants
can extend outside the circle. Some have the impression that secants cannot
intersect, so make sure everyone understands the model with the secants. Work
through Example #3. Change the numbers in the problem and work another
example of this theorem before having cadets work Check-‐It-‐Out #3.
The next theorem is the secant and a tangent. Write the theorem in the
ToolBox and then discuss the example. Make sure to help cadets see the
difference between each example in the way the secant, chord and tangent look
when involved with the circle. Work example #4. May need to review once more
about finding the square root to get the final answer. Have cadets work Check-‐it-‐
Out #4.
Guided Practice
Pick some problems from 2-‐11 and work them until cadets feel they have
the process and then they can work on the classwork. Number 5 is a great
problem to work through.
Practice

Non-‐proficient Cadets – Problems 12 – 28, 32 – 35
Mastered Cadets -‐ Problems 12 – 36, 28 – 39
Concept problem check – 12, 14, 15, 16, 20, 22– checking these problems
materials.
Homework
12-6 Practice A
Segment Relationships in Circles
In Exercises 1–3, match the letter of the drawing to the formula that relates the
lengths of the segments in the drawing.
1. AC2 = AB(AD) _________ A.
2. AE(BE) = CE(DE) _________ B.
3. AB(AD) = AC(AE) _________ C.
Find the value of the variable and the length of each chord.
4. 5.
_________________________________________ ________________________________________
6. Henri is riding a carousel at an amusement park. Devon,
Emile, Francis, and George are looking on from around
the edge of the carousel. At the moment shown in the figure,
Devon is 2.5 meters from Henri, Emile is 1 meter from Henri,
and Francis is 3.5 meters from Henri. Find the distance from
Emile to George. _________
Find the value of the variable and the length of each secant segment.
7. 8.
_________________________________________ ________________________________________
Find the value of the variable.
9. 10.
_________________________________________ ________________________________________
12-6 Practice B
1. 2.
_________________________________________ ________________________________________
3. 4.
_________________________________________ ________________________________________
5. 6.
_________________________________________ ________________________________________
7. 8.
_________________________________________ ________________________________________
Find the value of the variable. Give answers in simplest radical form
if necessary.
9. _____________ 10. _____________
11. _____________ 12. _____________

12-6 Practice C
Find the value of x. Round to the nearest tenth if necessary.
1. 2.
_________________________________________ ________________________________________
3. 4.
_________________________________________ ________________________________________
5. 6.
_________________________________________ ________________________________________
7. 8.
_________________________________________ ________________________________________
Find each length.
9. 10.
AC = _________ BD = _________ PY = ____________________________

12-6 Reteach
Chord-Chord Product Theorem

If two chords intersect in the interior of a circle,
then the products of the lengths of the
segments of the chords are equal.
AE ⋅ EB = CE ⋅ ED

Find the value of x and the length of each chord.
HL ⋅ LJ = KL ⋅ LM Chord-Chord Product Thm.
4⋅9=6⋅x HL = 4, LJ = 9, KL = 6, LM = x
36 = 6x Simplify.
6=x Divide each side by 6.
HJ = 4 + 9 = 13
KM = 6 + x
= 6 + 6 = 12
1. 2.
_________________________________________ ________________________________________
3. 4.
_________________________________________ ________________________________________
12-6 Reteach
Segment Relationships in Circles continued
• A secant segment is a segment of a is an external
secant with at least one endpoint on is a secant secant segment.
the circle. segment.
• An external secant segment is the
part of the secant segment that lies
in the exterior of the circle.
is a tangent
• A tangent segment is a segment of a segment.
tangent with one endpoint on the circle.
If two segments intersect outside a circle, the following theorems are true.
Secant-Secant Product Theorem

The product of the lengths of one secant segment and
its external segment equals the product of the lengths
of the other secant segment and its external segment.
whole ⋅ outside = whole ⋅ outside
AE ⋅ BE = CE ⋅ DE
Secant-Tangent Product Theorem
The product of the lengths of the secant segment and its
external segment equals the length of the tangent
segment squared.
whole ⋅ outside = tangent2
AE ⋅ BE = DE2

5. 6.
_________________________________________ ________________________________________
Find the value of the variable.

7. 8.
_________________________________________ ________________________________________
12-6 Challenge
Finding the Distance to the Horizon
For an observer at a point O above Earth, the horizon is the place
where Earth appears to “meet the sky.” The higher above Earth’s
surface the observer is, the farther away the horizon appears to
be. It may surprise you to learn that you can calculate this
distance to the horizon by applying your knowledge of tangents
and secants.
Refer to the diagram of Earth at right.

1. Name the segment that represents each measure.
a. the diameter of Earth b. the observer’s altitude c. the distance the observer
above Earth’s surface can see to the horizon
_____________________ _____________________ _____________________
2. Justify the following equation: (OH)2 = OR ⋅ OS
_________________________________________________________________________________________
_________________________________________________________________________________________
When the observer’s altitude above Earth’s surface is small relative
to the diameter of Earth, you can replace OR with RS in the equation (OH)2 = OR ⋅ OS
from Exercise 2. Then, since the diameter of Earth is approximately (OH)2 ≈ RS ⋅ OS
7920 miles, you obtain the formula for OH shown at right. In this (OH)2 ≈ 7920 ⋅ OS
OH ≈ 7920 ûOS
formula, the unit for both OH and OS is miles.
Use the formula above to find the distance to the horizon for each
altitude. Assume that it is a clear day and that the view is not
obstructed. Round answers to the nearest tenth of a mile.
3. 2.5 miles ____________________ 4. 30,000 feet ____________________
5. Rewrite the formula above so that you can input OS as a number of feet and find the
distance to the horizon in miles.
⎛ 1mile ⎞
⎜⎜ Hint : OH miles = 7920 miles ⋅ ⋅ OS feet ⎟⎟ ____________________
⎝ ? feet ⎠
Use your formula from Exercise 5 to find the distance to the horizon
for each altitude. Assume that it is a clear day and that the view is not
obstructed. Round answers to the nearest tenth of a mile.
6. 10 feet ____________________ 7. 200 feet ____________________
Find the altitude above Earth’s surface that an observer must attain
in order to see the given distance to the horizon. Round answers to
the nearest tenth.
8. 1 mile ____________________ 9. 300 miles ____________________
1. Find EG to the nearest tenth.
_________________________________________
2. __________What is the length of UW ?
_________________________________________

3. Which of these is closest to the length of ST ?
A 4.6 C 7.5
B 5.4 D 11.6
4. The figure is a “quarter” wood arch used in architecture. WX is the perpendicular bisector
of the chord containing YX . Find the diameter of the circle containing the arc.
A 5 ft C 10 ft
B 8.5 ft D 12.5 ft 5
5.Floral archways like the one shown below are going to be used for the prom. LN is the
perpendicular bisector of KM.
º ?
KM = 6 feet and LN = 2 feet. What is the diameter of the circle that contains KM
F 4.5 ft
G 5.5 ft
H 6.5 ft
J 8 ft
6. In e N, CD = 18. Find the radius of the circle to the nearest tenth.
F 12.1 H 20.3
G 16.3 J 24.3
Use a Model
The models below show segment relationships in circles.
Chord-Chord Secant-Secant Secant-Tangent
Chords and Secants and Secant and tangent

intersect at S. intersect at B. intersect at X.

RS ⋅ SQ = XS ⋅ SY AB ⋅ ZB = DB ⋅ FB AX ⋅ FX = YX 2

Find the value of each variable.
1. _________ 2. _________
3. _________ 4. _________
5. _________ 6. _________
Geometry
Chapter 12: Circle
Lesson 7 -‐ Circles in the Coordinate Plane
Standards
G.GPE.1 -‐ Derive the equation of a circle of given center and radius using
the Pythagorean Theorem; complete the square to find the center and radius of a
circle given by an equation.
Objectives
Write equations and graph circles in the coordinate plane.
Use the equation and graph of a circle to solve problems
Materials
Graph paper, pencil, Text Book, ToolBox, Compass, straight edge, overhead
and transparencies, Remediation materials, Questioning Strategies, Workbook
Vocabulary
None
Formulas
Equation of a circle – (x – h)2 + (y – k)2 = r2
(h, k) is center of circle and r is the radius.
Symbols
None
Postulates
None

Theorems
12-‐7-‐1 – Equation of a Circle – The equation of a circle with center (h, k)
and radius r is (x – h)2 + (y – k)2 = r2.
Who Uses This?
Meteorologists use circles and coordinates to plan the location of weather
stations.
Discussion
Write the theorem for the equation of a circle. Discuss how the formula is
derived from the distance formula that has been already studied. May need to
review the fact that the opposite of square rooting is to square. This is a concept
that cadets often forget.
Review Example #1. May have to spend some time discussing the variables
and what they stand for in the circle. Work through carefully step by step. Work
the Check-‐It-‐Out #1 and monitor cadets carefully. Make adjustments and reteach
where appropriate.
Example #2 is graphing a circle on the coordinate graph. Review with the
cadets how to create a table of values that they can then use as points to graph
the circle. Make sure to review which is the x and which is the y axis. Work the
two Check-‐It-‐Out #2 problems.
The graphing calculator (TI83 and higher) will not graph a circle. However,
the cadet can solve the equation for y and then enter the equation in the
calculator with a positive value and a second equation with a negative value and
the result will be a circle.
Found many cadets find example #3 very confusing and then have
problems working on other problems. You can present triangulation with cadets
that have a good handle on the circle. There are many uses for this skill in today’s
world. Cell phone towers are just one. Tread here carefully so cadets are not
over whelmed.

Guided Practice
Look at problems 1-‐9 and work those that cadets select. Once cadets think
they can work on their own, they can start on the classwork problems.
Practice
Non-‐proficient Cadets – Problems 10 – 35, 37 – 40, 42 – 44
Concept problem check – 11, 15, 18, 20, 24– checking these problems will
Homework

12-7 Practice A
Circles in the Coordinate Plane
1. Write the equation of a circle with center (h, k)
and radius r. __________________________________
Write the equation of each circle.

2. e A centered at the origin with radius 6 __________________________________
3. e D with center D(3, 3) and radius 2 __________________________________
4. e L with center L(−3, −3) and radius 1 __________________________________
5. e M with center M(0, −2) and radius 9 __________________________________
6. e Q with center Q(7, 0) and radius 3 __________________________________
Complete Exercises 7 and 8 to write the equation of e F with center

F(2, −1) that passes through (10, 5).
7. Use the distance formula with the two given points to find the radius of e F . _____________
8. Write the equation of e F . __________________________________
Graph each equation. First locate the center point, and use the radius
to plot four points around the center that lie on the circle. Then draw a
circle through the four points.
9. x2 + y2 = 16 10. x2 + y2 = 4
A county planning department is meeting to choose the location of a

rural fire station. The fire station needs to be the same distance from
each of the three towns it will serve. The towns are located at A(−3, 2),
B(−3, −4), and C(1, −4). Complete Exercises 11–13 in order to find the
best location for the fire station.
11. Plot A, B, and C. Draw rABC.
12. Draw the perpendicular bisectors of AB and BC.
13. The intersection point of the perpendicular bisectors is the same
distance from the three points. So it is the center of a circle that
intersects A, B, and C. Find the coordinates where the fire station
should be built. _____________________
12-7 Practice B
1. e X centered at the origin with radius 10 __________________________________
2. e R with center R(−1, 8) and radius 5 __________________________________
3. e P with center P(−5, −5) and radius 2 5 __________________________________
4. e O centered at the origin that passes
through (9, −2) __________________________________
5. e B with center B(0, −2) that passes
through (−6, 0) __________________________________
6. e F with center F(11, 4) that passes
through (−2, 5). __________________________________
Graph each equation.

7. x2 + y2 = 25 8. (x + 2)2 + (y − 1)2 = 4
9. x2 + (y + 3)2 = 1 10. (x − 1)2 + (y − 1)2 = 16
Crater Lake in Oregon is a roughly circular lake. The lake basin

formed about 7000 years ago when the top of a volcano exploded
in an immense explosion. Hillman Peak, Garfield Peak, and Cloudcap
are three mountain peaks on the rim of the lake. The peaks are
located in a coordinate plane at H(−4, 1), G(−2, −3), and C(5, −2).
11. Find the coordinates of the center of the lake.
_________________________________________
3
12. Each unit of the coordinate plane represents mile.
5
Find the diameter of the lake. _________________________________
12-7 Practice C
1. Points A, B, and C lie on the circumference of a circle. AB is
twice the radius of the circle. Find m∠ACB.
_________________________________________________________________________________________
2. Points A, B, and C lie on the circumference of a circle. The center of

the circle lies in the exterior of rABC. Classify rABC by its angles.
_________________________________________________________________________________________
Give answers in simplest radical form if necessary.

3. The points X(3, 4) and Y(9, 1) lie on the circumference of a circle. There
is exactly 60° of arc between X and Y. Find the radius of the circle.
_________________________________________________________________________________________
4. Find the coordinates of all possible centers of the circle in Exercise 3.
_________________________________________________________________________________________
5. Find the intersection point(s) of the circle (x + 2)2 + y2 = 25

and the line 2x + y = 3.
_________________________________________________________________________________________

4 17
and the line y = x − .
3 3
_________________________________________________________________________________________
7. Describe the relationship between the circle and the line in Exercise 6.
_________________________________________________________________________________________
_________________________________________________________________________________________

and the circle x2 + y2 = 9.
_________________________________________________________________________________________
9. Describe the relationship between the two circles in Exercise 8.
_________________________________________________________________________________________
_________________________________________________________________________________________
12-7 Reteach
Equation of a Circle
The equation of a circle with center (h, k) and

radius r is (x − h)2 + (y − k)2 = r2.

Write the equation of e C with center C(2, −1) and radius 6.
(x − h)2 + (y − k)2 = r2 Equation of a circle
2 2 2
(x − 2) + (y − (−1)) = 6 Substitute 2 for h, −1 for k, and
6 for r.
(x − 2)2 + (y + 1)2 = 36 Simplify.
You can also write the equation of a circle if you know the center
and one point on the circle.
Write the equation of e L that has center L(3, 7) and passes through (1, 7).
Step 1 Find the radius. Step 2 Use the equation of a circle.
2 2
r= ( x2 − x1 ) + ( y 2 − y1 ) Distance Formula (x − h)2 + (y − k)2 = r2 Equation of a circle
2 2
r= (1 − 3 ) + (7 − 7 ) Substitution (x − 3)2 + (y − 7)2 = 22 (h, k) = (3, 7)
r = 4 =2 Simplify. (x − 3)2 + (y − 7)2 = 4 Simplify.

1. 2.
_________________________________________ ________________________________________
3. e T with center T(4, 5) and radius 8 4. e B that passes through (3, 6) and has
center B(−2, 6)
_________________________________________ ________________________________________
12-7 Reteach
Circles in the Coordinate Plane continued
You can use an equation to graph a circle by making a table or by identifying its center
and radius.
Graph (x − 1)2 + (y + 4)2 = 9.
The equation of the given circle can be rewritten.
(x − h)2 + (y − k)2 = r2
↓ ↓ ↓
(x − 1) + (y − (−4)) = 32
2 2
h = 1, k = −4, and r = 3
The center is at (h, k) or (1, −4), and the radius is 3.
Plot the point (1, −4). Then graph a circle having this
center and radius 3.
Graph each equation.

5. (x − 1)2 + (y – 2)2 = 9 6. (x − 3)2 + (y + 1)2 = 4
7. (x + 2)2 + (y − 2)2 = 9 8. (x + 1)2 + (y + 3)2 = 16

12-7 Challenge
Find the area of the intersection of two circles. The equation for circle A is
(x − 2)2 + (y − 3)2 = 16. The equation for circle B is (x + 5)2 + (y − 5)2 = 36.
1. Graph each circle in the coordinate grid.
Shade the area of intersection of the two circles.
2. Draw AB.
3. Find AB to the nearest whole number.
4. Label the points of intersection of the two circles C and D.
5. a. Solve each equation for y.
b. Graph the positive square root equation for each curve on a

graphing calculator and find the point of intersection, C. Round
coordinates to the nearest hundredth. __________________
c. Graph the negative square root equation for each curve on a
graphing calculator and find the point of intersection, D. Round
coordinates to the nearest hundredth. __________________
6. Draw radii BC, AC, BD , and AD.
7. Find AC and BC. __________________
8. Find m∠CBA. Round to the nearest whole degree.
(Hint: Use the Law of Cosines.) __________________
9. Find m∠CBD. Round to the nearest whole degree. __________________
10. Find m∠CAB. Round to the nearest whole degree. __________________
11. Find m∠CAD. Round to the nearest whole degree. __________________
12. Draw chord CD.
For Exercises 13–19, round to the nearest hundredth.

13. Find the area of sector BCD. __________________
14. Find the area of rBCD. (Hint: Assume BD is the base of rBCD.
Find the height of the triangle first. You know that BC and BD
are both radii of circle B.) __________________
15. Subtract the area of rBCD from the area of sector BCD. __________________
16. Find the area of sector ACD. __________________
17. Find the area of rACD. (Hint: Assume AD is the base of
rACD. AD and AC are both radii of circle A.) __________________
18. Subtract the area of rACD from the area of sector ACD. __________________
19. Find the sum of your answers to Exercises 15 and 18.
This is the area of the intersection of the two circles. __________________
1. Write the equation of the circle that 2. Find the area of a circle that has center J
contains the points graphed below. and passes through K. Express your
answer in terms of π.
________________________________________
_________________________________________

3. An English knot garden has hedges
planted to form geometric shapes. A Circular
blueprint of a knot garden contains three Hedge Center Radius
circular hedges as described in the table.
A (3, 2) 3 ft
Flowers are to be planted in the space
that is within all three circles. Which is a B (7, 2) 4 ft
point that could be planted with flowers?
A (7, 1) C (0, 5) C (5, −1) 3 ft
B (5, 1) D (0, 0)
4. Which of these circles intersects the circle that has center (0, 6) and radius 1?
F (x − 5)2 + (y + 3)2 = 4
G (x − 4)2 + (y − 3)2 = 9
H (x + 5)2 + (y + 1)2 = 16
J (x + 1)2 + (y – 4)2 = 4
5. Which is an equation
for a circle that has
the same center as
e P but has a
circumference that
is four times as
great?
F (x − 4)2 + y2 = 36
G (x − 4)2 + y2 = 144
H x2 + (y − 4)2 = 36
J x2 + (y − 4)2 = 144
6. The center of e B is (9, 2), and the radius of the circle is 5 units. Which is a point on the
circle?
A (4, 2) C (9, 4)
B (14, 0) D (9, –5)
7. The Maxair amusement park ride consists of a circular ring that holds 50 riders. Suppose
that the center of the ride is at the origin and that one of the riders on the circular ring is at
(16, 15.1). If
one unit on the coordinate plane equals
1 foot, which is a close approximation of the circumference of the ride?
A 22 ft C 138 ft
B 44 ft D 1521 ft
Use a Concept Map
Use the concept map below to help you understand circles in the
coordinate plane.
Equation
The equation of a circle with center (h, k) and radius r is
(x − h)2 + (y − k)2 = r 2.
Circles in the

Coordinate Plane
Example Graph
The equation of a circle with
center (2, −3) and radius 4:
(x − 2)2 + (y − (−3))2 = 42
or
(x − 2) + (y + 3)2 = 16
2
1. a circle with center (−2, 10) and radius 6
2. a circle with center (0, 0) and radius 3
3. a circle with center (8, 2) and radius 7
Graph each circle.

4. (x + 1)2 + (y − 5)2 = 25 5. (x − 4)2 + (y − 2)2 = 9
Quizzes to use
to check for
understanding
before
continuing.
Circles – Quiz for Sections 1-3
Section A Quiz
7. What is XZ?
Use the figure for Exercises 1–3.
A 10
B 25
C 55
D 101.25
8. To the nearest
1. Which is a chord of circle P? tenth, what is
MN?
A line m C PQ
F 24.2
B line n D QR
G 27.0
2. Which is a secant of circle P? H 48.4
F line m H PQ J 54
G line n J QR 9. The central angle of an arc measures
758. The radius of the circle measures
3. Which is a tangent of circle P?
3 meters. What is the area of the sector
A line m C PQ to the nearest tenth of a square meter?
B line n D QR A 0.6 m2 C 5.9 m2
4. The summit of Mt. McKinley is about B 3.9 m2 D 14.4 m2

20,320 feet above sea level. Earth’s 10. An arc measures 508 in a circle with a
radius is about 3950 miles. To the radius of 8 centimeters. What is the
nearest mile, what is the distance area of the sector to the nearest tenth
from the summit to the horizon? of a square centimeter?
F 67 mi H 1633 mi F 7.0 cm2 H 57.6 cm2
G 174 mi J 3950 mi G 27.9 cm2 J 174.5 cm2
5. The central angle of a circle measures 11. The central angle of an arc measures
978 and intercepts a minor arc. What is 128. The radius of its circle is 30 inches.
the measure of its major arc? What is the length of the arc to the
A 838 C 1878 nearest quarter inch?
B 978 D 2638 1
A 1 in. C 37 in.
2
ª ?
6. What is mUV
F 708 1 1
B 6 in. D 94 in.
G 808 4 4
H 1008 12. An arc measures 1258 in a circle with a
radius of 36 centimeters. What is the
J 1228
length of the arc to the nearest tenth?
F 11.3 cm H 78.5 cm
G 12.5 cm J 1562.5 cm
Circles – Quiz for Sections 4-7
Section B Quiz
1.What is 6. Six posts are evenly spaced along a

m∠R? circular wall encasing a fountain. Anna
stands at point A, where she cannot
A 458
see beyond the only two posts visible to
B 698 her. What is m∠A?
C 79.58
D 908
2. An artist used this design to create a
stained glass window. If m∠M = 488
º = mKN
and mMN ª = mKL
ª , what is F 1008 H 1258
m∠LKM? G 1208 J 1508
7. What is the
value of x?
A 23 ft
B 28 ft
F 188 H 548
C 26.25 ft
G 368 J 728
D 42 ft
Use the figure for Exercises 3 and 4. 8. A plywood template for a kitchen
breakfast bar is cut from a circle. PQ
is the perpendicular bisector of VW .
3. What is the value of x?

A 52 C 86
B 68 D 104 What was the radius of the circle?
4. What is the value of y? F 14 in. H 30 in.
F 55.5 H 111 G 25 in. J 31 in.
G 107.5 J 215 9. A radio antenna is kept perpendicular to

the ground by three wires of equal
5. Which equation is of a circle that has a length. The wires touch the ground at
center at (3, −2) and a radius of 9? three points on a circle whose center is
A (x + 3)2 + (y − 2)2 = 9 at the base of the antenna. If the wires
B (x + 3)2 + (y − 2)2 = 81 touch the ground at (9, −19), (−21, −19),
and (14, 16), what are the coordinates
C (x − 3)2 + (y + 2)2 = 9
of the base of the antenna?
D (x − 3)2 + (y + 2)2 = 81
A (−6, 1) C (−4, 3)
B (6, −1) D (4, −3)
Assessments
for Chapter 12
– Circles

Select based on class or even at the individual cadet.

Circles – Optional Assessment
Performance Assessment
Purpose:
To assess student understanding of circles
Time:
15 minutes
Grouping:
pairs or small groups
Preparation Hints:
Review formulas pertaining to circles.
Overview:
Students identify angles, arcs, chords, secants, tangents, and radii in
circles and match equations for finding their measures.
Introduce the Task:

Tell students they will be given seven circles for which they will identify the part
of the specific figure that x represents. Tell them that if the value of x
represents the measure of an arc, for example, they should further determine
whether the arc is a major arc or a minor arc. If x represents the measure of
an angle, students should determine whether it is a central angle or an
inscribed angle. Then they should match the diagram to the equation that can
be solved for x. They do not need to solve the equation. Inform them that the
listed equations may be used more than once, exactly once, or not at all.
Performance Indicators:
______ identifies tangents, secants, and chords
______ uses correct formulas for tangents
______ uses correct formulas relating to properties of arcs
______ uses correct formulas relating to properties of chords
______ uses correct formulas relating to properties of arc length
______ uses correct formulas relating to properties of inscribed angles
______ uses correct formulas relating to lines that intersect circles
Scoring Rubric:
Level 4: Student solves problems correctly and gives good explanations.
Level 3: Student solves problems but does not give satisfactory explanations.
Level 2: Student solves some problems but does not give satisfactory explanations.
Level 1: Student is not able to solve any of the problems.
Circles
Performance Assessment
In Exercises 1–7, demonstrate your knowledge
EQUATION BANK
by (a) naming the specific part of the figure that
x represents, and (b) writing the equation that
could be used to solve for x. Choose from the
Equation Bank.
1. 2.
a. ______________________ a. ______________________
b. ______________________ b. ______________________ x2 = (x − 10)2 + 242
x + 24 = 360
3. 4.
x + 10 = 24
x2 = 24 • 10
(2x − 4)(x − 4) = 24 • 10
a. ______________________ a. ______________________
b. ______________________ b. ______________________
5. 6. 7.
a. ______________________ a. ______________________ a. ____________________

b. ______________________ b. ______________________ b. ____________________
8. Suppose two lines intersect a circle. Explain how the location of their intersection helps to
determine the angle measure in relation to the intercepted arc measures.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Circles
Chapter 12 Test Form A
Circle the best answer. 5. What is the area of sector DEF in terms
suur of π?
1. Which describes EF ?
π
A chord C secant A cm 2 C 2π cm2
3
B radius D tangent
B π cm2 D 3π cm2
2. A plane is cruising at an altitude of
5.5 miles. Which equation can be used to ª ?
6. What is the length of JK
find the distance from the plane to the
horizon?
A 2π cm B 8π cm
7. What is m∠WTV?
2 2 2
A EC = EH + CH
B DC 2 = EH 2 + CH 2
ª ?
3. What is mEA
A 308 C 608
B 458 D 908
8. What is m∠RST?
A 708 B 908
4. What is the length of BD ?
A 518 C 678
B 628 D 1028
A 8 C 12
B 10 D 16
Circles
Chapter 12 Test Form A continued
9. What is m∠XYZ? 13. What is the value of x?
A 838 B 978 A 3.75 C 7.75

10. What is m∠KNL? B 6 D 10
14. Archaeologists discovered a portion of a
stone wall. To calculate its original
diameter, they marked and measured
chord KM and its perpendicular bisector.
What was the diameter of the original
circular wall?
A 208
B 308
C 608
D 808
11. What is the value of x? A 8 ft B 10 ft
15. What are the coordinates of the center of
the circle (x + 3)2 + (y + 5)2 = 144?
A (3, 5) B (−3, −5)
16. Which is the equation for circle P?
A 20
B 25
C 45
D 65
A (x − 1)2 + (y − (−2))2 = 4
12. What is the value of x?
B (x − 1)2 + (y − 2)2 = 4
C (x − (−1))2 + (y − 2)2 = 4
D (x − (−1))2 + (y − (−2))2 = 4
17. Which are used to find the center of a
circle drawn through three noncollinear
points?
A 12 B 80 A perpendicular bisectors
B altitudes
Circles
Chapter 12 Test Form B
Circle the best answer. 5. Which sector does NOT have an area of
1. Which is a chord? 3π?
A central angle 1358; radius 2 2
B central angle 808; radius 3
C central angle 67.58; radius 4
D central angle 2708; diameter 4
6. Which arc has a length of 5π units?
A AE C BD F arc measure 458; radius 10

suur G central angle 908; radius 10
B BE D OC
H arc measure 908; radius 5
2. A plane is cruising at an altitude of 30,000
feet. What is the distance, to the nearest J central angle 458; diameter 20
mile, from the plane to the horizon? 7. What is m∠VXU?
A 308 C 658
F 213 mi H 8,500,000 mi
B 458 D 1058
G 4000 mi J Not here
8. Quadrilateral PQRS is inscribed in a
3. Which of these arcs has a measure of
circle. The ratio of m∠P to m∠R is 2 : 4.
1348?
What is m∠R?
F 308 H 1208
G 608 J Not here
9. What is m∠JKM?
ª
A FJ ª
EG
ª
B DF º
DH
4. What is BD?
A 288 C 908
B 58.58 D 1178
F 7.5 H 9.4
G 8.5 J 15
Circles
Chapter 12 Test Form B continued
10. What is m∠JBM? 14. Hikers came across a part of a redwood
stump. If the length of the chord is 8 feet,
what was the diameter of the tree?
F 508 H 1108
G 808 J 1508
11. How many arc degrees are in the F 4 ft H 8 ft
minor arc?
G 5 ft J 10 ft
15. Which is the equation of a circle that
passes through (2, 2) and is centered
at (5, 6)?
A (x − 6)2 + (y − 5)2 = 25
B (x − 5)2 + (y − 6)2 = 5
A 32.58 C 1158
C (x + 5)2 + (y + 6)2 = 25
B 658 D Not here
D (x − 5)2 + (y − 6)2 = 25
12. What is the length of SQ ? 16. Which is the graph of
(x − 1)2 + (y + 2)2 5 4?
F H
F 5 H 13
G J
G 9 J 17
13. If RQ = 8, what is the length of RP ?
17. A hospital trauma center is going to be

built equidistant from three cities.
Positioned on a grid, the cities would be
located at (1, 5), (2, −2), and (−6, −2).
A 3 What are the coordinates of the location
where the trauma center should be built?
B 5
A (−2, −1) C (2, −1)
C 13.5
B (−2, 1) D (2, 1)
D Not here
Circles
Chapter 12 Test Form C
Circle the best answer. 5. A slice of cake is a sector of a cylinder.
1. Which is never a chord? To the nearest hundredth, what is the
volume of the piece of cake? Use 3.14 for
I diameter II radius π.
III secant IV tangent
A I and II C II and IV
B III and IV D I, II, and III
2. A mountain climber is standing at the top
of Mount Everest. The distance from the
summit to the horizon is about 210 miles.
About how high is Mount Everest? A 26.17 cm3 C 196.25 cm3
B 39.25 cm3 D Not here
ª is 6π, what is the
6. If the length of TU
radius of the circle?
F 5.5 mi H 210 mi
G 11 mi J 8000 mi
ª ?
3. Which is mBA
F 2.4 H 15
G 5.48 J 47.1
7. Which is m∠VXU?
A 808 C 1288
B 1208 D 1408
4. Which is the area of rABD?
A 1058 C 122.58
B 1208 D 1268
8. What is m∠TQR?
F 10 m2 H 75 m2
G 62.5 m2 J 125 m2
F 658 H 1108
G 708 J 1158
Circles
Chapter 12 Test Form C continued
9. If m∠FAE = 658, m∠AFD = 358, 13. What is the length of SQ ?
ª = 60°, and FA and GC are
mAB
tangent to the circle, what is m∠AGC?
A 4 C 9
B −9 D Not here
A 658 C 808
14. What is the length of the diameter?
B 708 D Not here
10. What is m∠LYK?
F 5 H 10
G 8 J Not here
F 12 H 98 15. For which value(s) of the constant k is the
G 66 J Not here circle x2 + (y − k)2 = 16 tangent to the line
ª ? y = 3?
11. What is mPQ
A −1 only C ±1
B −1 and 7 D 1 and −7
16. Which is the equation of a circle that
has a diameter with endpoints (1, 3)
and (−3, 1)?
F (x + 1)2 + (y − 2)2 = 10
A 508 C 1508 G (x + 1)2 + (y − 2)2 = 20
B 1158 D 2008 H (x + 1)2 + (y − 2)2 = 5

J (x − 1)2 + (y − 2)2 = 5
12. What is the length of RP ?
17. A new firehouse is being built equidistant
from three other fire stations. Positioned
on a grid, the current fire stations would
be located at (3, 7), (−1, −1), and
(−4, 8). What are the coordinates of
the location where the new firehouse
should be built?
F 3 H 8
A (−1, −4) C (1, −4)
G 5 J Not here
B (−1, 4) D (1, 4)
Circles
Chapter 12 Test Form A
1. Write True or False. A diameter is a ª . Give your answer
6. Find the length of JK
chord of a circle. in terms of π.
_________________________________________
2. Find LM.
________________________________________
7. Find m∠MNO.
_________________________________________
3. Find the measure of the major arc if its
central angle is 358.
_________________________________________
4. Find DB.
________________________________________
8. Find the value of x.
_________________________________________
5. Find the area of sector DEF. Give your ________________________________________
answer in terms of π. 9. Find m∠QRS.
_________________________________________
________________________________________
Circles
Chapter 12 Test Form A continued
10. Find m∠1. 14. Find the value of x.
________________________________________
_________________________________________
15. Identify the center and radius of the circle
with the equation
(x − 3)2 + (y − 5)2 = 25.
________________________________________
16. Graph x2 + y2 = 16.
_________________________________________
12. Find the length of NL.
_________________________________________
17. Write True or False. When finding a point
13. Find the length of GJ . equidistant from three noncollinear
points, you need to find where the
perpendicular bisectors of the segments
connecting them intersect.
________________________________________
_________________________________________
Circles
Chapter 12 Test Form B
1. Complete the sentence. A secant is a ª . Give your answer in
6. Find the length of JK
________ in the plane of a circle that terms of π and rounded to the nearest
intersects the circle at exactly hundredth.
________ points.
2. Mount McKinley in Alaska is North
America’s highest mountain. The
mountain is 20,320 feet high. To the
nearest mile, find the distance from the
summit to the horizon at sea level.
________________________________________
7. Find m∠LPO.
_________________________________________
º .
3. Find mCDE
________________________________________
8. Find m∠RSP.
_________________________________________
4. Find BD.
________________________________________
9. If m∠JKM = 58.58, find m∠NKL.
_________________________________________
5. Find the area of sector DEF. Give your
answer in terms of π and rounded to the
nearest hundredth.
________________________________________
_________________________________________
Circles
Chapter 12 Test Form B continued
10. Find m∠LKA. 14. An arrangement of stones that formed an
arc of a circle was discovered. If the chord
is 12 meters, find the diameter of the
completed circle.
_________________________________________
________________________________________
15. Write the equation of e B with center
B(−2, 3) that passes through (1, 2).
________________________________________
16. Graph (x + 1)2 + (y − 2)2 = 16.

_________________________________________
12. If JL = 12, find KL.
_________________________________________
17. A new firehouse is being built equidistant
13. Find the length of BD. from three other fire stations. Positioned
on a grid, the current fire stations would
be located at (2, 2), (3, −5), and
(−5, −5). Find the coordinates of
the new firehouse.
________________________________________
_________________________________________
Circles
Chapter 12 Test Form C
1. Classify the lines and segments that 4. Write True or False. Chords equally distant
intersect e A. from the center of a circle are congruent.
________________________________________
5. Find the area of the segment of the circle
to the nearest hundredth.
_________________________________________
_________________________________________
________________________________________
_________________________________________
6. To the nearest degree, find the measure
_________________________________________
ª if the length of
of the central angle for JK
2. Mount McKinley in Alaska is North ª is 2.4 units and the radius is 6 units.
JK
America’s highest mountain. The distance
from the summit to the horizon is about
176 miles. To the nearest tenth of a mile, ________________________________________
find the height of the mountain. 7. Find m∠LPO.
_________________________________________ ________________________________________
3. Given m∠WVX = 458 and VW PUX, find 8. Find m∠RSP.

ª .
mUV
________________________________________
_________________________________________
Circles
Chapter 12 Test Form C continued
9.If m∠ACG = 658, m∠AGC = 808, 13. Find the length of BD.
ª = 100°, mBC
mDC ª = 70°, and
FA and GC are tangent to the
circle, find m∠AFD.
________________________________________
14. Find the diameter.
_________________________________________
10. Find m∠TMU.
________________________________________
15. Write an equation for the locus of all
points in the coordinate plane that are 5
units from (3, 4).
_________________________________________ ________________________________________
º .
11. Find mSPQ 16. Graph a circle with a diameter of 4 units
that is tangent to the line y = 2.
_________________________________________
17. A hospital trauma center is going to be
12. Find the length of KL. built equidistant from three cities.
Positioned on a grid, the cities would
be located at (3, −2), (−2, 3), and
(−6, −5). What are the coordinates of
the location where the trauma center
should be bui
_________________________________________

MAth Unit-Circles Practice

Uploaded by

Copyright:

Available Formats

MAth Unit-Circles Practice

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MAth Unit-Circles Practice

Uploaded by

Copyright:

Available Formats

What are the main topics covered in the geometry chapter?

What are the main topics covered in the geometry chapter?

What skills will students learn in this chapter?

What skills will students learn in this chapter?

Geometry

Section 1: Lines and Arcs in Circles

12-­‐2 Arcs and Chords – G.C.2

12-­‐3 Sector Area and Arc Length – G.C.5

Section 2: Angles and Segments in Circles

12-­‐4 Inscribed Angles – G.C.2

12-­‐5 Angle Relationships in Circles – G.C.2

12-­‐6 Segment Relationships in Circles – G.C.2

12-­‐7 Circles in the Coordinate Plane – G.GPE.1

Previous Knowledge Needed

Used circles to solve problems.

Solving problems involving circles.

Finding lengths, angles, measures and areas associated with circles.

Find arc length for different arcs in a circle.

Find area of a sector for different angles in a circle.

To calculate distances inside and outside a circle.

Practice A Practice B Practice C Practice A, B, or C

1. Making sense of problems and persevere in solving them.

a. What is this problem asking?

b. How could you start this problem?

c. How could you make this problem easier to solve?

e. Does you plan make sense? Why or why not?

f. What tools/manipulatives might help you?

g. What are you having trouble with?

h. How can you check this?

2. Reason abstractly and quantitatively.

a. What does the number represent in the problem?

c. Create a representation of the problem.

b. How can you prove that your answer is correct?

c. What math language will help you prove your answer?

d. What examples could prove or disprove your argument?

e. What do you think about the other methods argument?

f. What is wrong with the other methods thinking?

a. Write a number sentence to describe the situation.

b. What do you already know about solving this problem?

c. What connections do you see?

d. Why do the results make sense?

5. Use appropriate tools strategically.

b. Which tool/manipulative would be best for this problem?

c. What other resources could help you solve this problem?

a. What does this word mean?

b. Explain what you did to solve the problem?

c. Compare your answer to another cadet’s answer?

d. What labels could you use?

e. How do you know your answer is accurate?

a. What does this happen?

b. How is this related to the other problem?

c. Why is this important to the problem?

f. What patterns do you see?

a. What generalizations can you make?

c. How could this problem help you solve another problem?

Identify tangents, secants and chords.

Use properties of tangents to solve problems.

Blank paper, compass, Text book, ToolBox, overhead and transparencies,

12-‐2 Arcs and Chords – G.C.2

12-‐3 Sector Area and Arc Length – G.C.5

12-‐4 Inscribed Angles – G.C.2

12-‐5 Angle Relationships in Circles – G.C.2

12-‐6 Segment Relationships in Circles – G.C.2

12-‐7 Circles in the Coordinate Plane – G.GPE.1

Have cadets do Check-‐It-‐Out #1

Non-‐proficient Cadets – Problems 11 – 28, 31 – 35, 38 – 40

Proficient Cadets -‐ Problems 11 – 41

Let PS = x. Then ____ and x = _.

12-‐2-‐2 -‐ In a circle or congruent circles:

Cadets will work on Check-‐it-‐Out 2.

Non-‐proficient Cadets – Problems 19 – 40, 45, 47 – 50